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EDUCATIONAL MEASUREMENT, ASSESSMENT and EVALUATION - ppt video online download

EDUCATIONAL MEASUREMENT, ASSESSMENT and EVALUATION - ppt video online download: Basic Concepts and Principles TEST- MEASUREMENTS- ASSESSMENT EVALUATION-

Education Measurement and Evaluation

Educational measurement

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Educational measurement refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students. The approaches overlap with those in psychometrics. Educational measurement is the assigning of numerals to traits such as achievement, interest, attitudes, aptitudes, intelligence and performance.

Overview[edit]

The aim of theory and practice in educational measurement is typically to measure abilities and levels of attainment by students in areas such as reading, writing, mathematics, science and so forth. Traditionally, attention focuses on whether assessments are reliable and valid. In practice, educational measurement is largely concerned with the analysis of data from educational assessments or tests. Typically, this means using total scores on assessments, whether they are multiple choice or open-ended and marked using marking rubrics or guides.

In technical terms, the pattern of scores by individual students to individual items is used to infer so-called scale locations of students, the "measurements". This process is one form of scaling. Essentially, higher total scores give higher scale locations, consistent with the traditional and everyday use of total scores.^[1] If certain theory is used, though, there is not a strict correspondence between the ordering of total scores and the ordering of scale locations. The Rasch model provides a strict correspondence provided all students attempt the same test items, or their performances are marked using the same marking rubrics.

In terms of the broad body of purely mathematical theory drawn on, there is substantial overlap between educational measurement and psychometrics. However, certain approaches considered to be a part of psychometrics, including Classical test theory, Item Response Theory and the Rasch model, were originally developed more specifically for the analysis of data from educational assessments.^[2]^[3]

One of the aims of applying theory and techniques in educational measurement is to try to place the results of different tests administered to different groups of students on a single or common scale through processes known as test equating. The rationale is that because different assessments usually have different difficulties, the total scores cannot be directly compared. The aim of trying to place results on a common scale is to allow comparison of the scale locations inferred from the

How to Become an Effective Teacher and Create a Respectful Class

Ruhuna Ncoe

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RUHUNA NCoE

Providing Quality Teachers to the Nation

How to Become an Effective Teacher and Create a Respectful Class

Effective teachers characteristics

Effective teachers appear again and again to display certain characteristics, while ineffective teachers tend to make the same mistakes repeatedly. Below is a look at some of the things more effective teachers tend to do right and less effective teachers tend to do wrong.

WHAT EFFECTIVE TEACHERS DO RIGHT

Based on a scheme originally developed by M. Hildebrand, 1971.

Organization and Clarity

explains clearly
is well prepared (see Preparing for the First Day)
makes difficult topics easy to understand
uses examples, details, analogies, metaphors, and variety in modes of explanation to make material not only understandable but memorable
makes the objectives of the course and each class clear (see Course Design, Course Goals and Learning Outcomes)
establishes a context for material

Analytic/Synthetic Approach

has a thorough command of the field
contrasts the implications of various theories
gives the student a sense of the field, its past, present, and future directions, the origins of ideas and concepts (see Consider Your Audience)
presents facts and concepts from related fields
discusses viewpoints other than his/her own

Dynamism and Enthusiasm

is an energetic, dynamic person
seems to enjoy teaching
conveys a love of the field
has an aura of self-confidence

Instructor-Group Interaction

can stimulate, direct, and pace interaction with the class (see How to Lead a Discussion)
encourages independent thought and accepts criticism
uses wit and humor effectively
is a good public speaker (see Speaking at the Hume Center for Writing and Speaking)
knows whether or not the class is following the material and is sensitive to students’ motivation
is concerned about the quality of his/her teaching

Instructor-Individual Student Interaction

is perceived as fair, especially in his/her methods of evaluation (see How to Evaluate Students)
is seen by students as approachable and a valuable source of advice even on matters not directly related to the course (see Interacting with Students)

WHAT LESS EFFECTIVE TEACHERS DO WRONG

Doing the right things with your teaching is of course critical but so is avoiding the wrong things. Richard M. Felder, North Carolina State University and Rebecca Brent, Education Designs, Inc., have come up with a list to the ten worst mistakes teachers make. They are summarized here in increasing order of badness. Further details and additional material can be found at Richard Felder’s Home Page.

Mistake #10: When you ask a question in class, immediately call for volunteers. When you do this most students will avoid eye contact, and either you get a response from one of the two or three who always volunteer or you answer your own question

Mistake #9: Call on students cold. If you frequently call on students without giving them time to think ("cold-calling"), the ones who are intimidated by it won't be following your lecture as much as praying that you don't land on them. Even worse, as soon as you call on someone, the others breathe a sigh of relief and stop thinking.

Mistake #8: Turn classes into PowerPoint shows. Droning through lecture notes put into PowerPoint slides is generally a waste of time for everyone.

Mistake #7: Fail to provide variety in instruction. Effective instruction mixes things up: boardwork, multimedia, storytelling, discussion, activities, individual assignments, and group work (being careful to avoid Mistake #6). The more variety you build in, the more effective the class is likely to be.

Mistake #6: Have students work in groups with no individual accountability. The way to make group work work is cooperative learning, an exhaustively researched instructional method that effectively promotes development of both cognitive and interpersonal skills

Mistake #5: Fail to establish relevance. To provide better motivation, begin the course by describing how the content relates to important technological and social problems and to whatever you know of the students' experience, interests, and career goals, and do the same thing when you introduce each new topic.

Mistake #4. Give tests that are too long. If you want to evaluate your students' potential to be successful professionals, test their mastery of the knowledge and skills you are teaching, not their problem-solving speed.

Mistake #3: Get stuck in a rut. Things are always happening that provide incentives and opportunities for improving courses. This is not to say that you have to make major revisions in your course every time you give it-you probably don't have time to do that, and there's no reason to. Rather, just keep your eyes open for possible improvements you might make in the time available to you.

Mistake #2. Teach without clear learning objectives. A key to making courses coherent and tests fair is to write learning objectives-explicit statements of what students should be able to do if they have learned what the instructor wants them to learn-and to use the objectives as the basis for designing lessons, assignments, and exams.

Mistake #1. Disrespect students. If you give students a sense that you don't respect them, the class will probably be a bad experience for everyone no matter what else you do, while if you clearly convey respect and caring, it will cover a multitude of pedagogical sins you might commit.